Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.

中文翻译：

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从人才发展的角度重新思考人类潜力

从历史上看，一个人的潜力被认为是固定的，主要是遗传的，因此与成就不同。当前的想法拓宽了我们对人类潜力的看法，不是作为一种固定的能力，而是作为可塑性和增量的，取决于多种因素，外源性和内源性，促进性或抑制性。这一概念为思考天才教育的策略和规定的新方法打开了大门。在这个理论分析中，我首先批判了基于天才教育实践的人类潜力的传统特质概念。然后，我提出了一个替代方案，一个人才发展的过程模型，它将人类潜力视为因环境和发展而形成的，是内生和外生力量动态相互作用的结果，揭示了后天和自然的力量。最后，